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Mathematics
Back“Do not worry about your difficulties in Mathematics. I can assure you that mine are greater still.” Albert Einstein
“If I were again beginning my studies, I would follow the advice of Plato and start with mathematics.” Galileo Galilei
Mathematics for everyone
Mathematics helps us make sense of the world around us. It underpins science, technology and engineering, supports financial understanding and opens doors to further study and a wide range of careers. Learning mathematics also develops the ability to think logically, reason carefully, recognise patterns and solve unfamiliar problems.
We believe that mathematics is for everyone. Too often, it is seen as a subject that some people are simply ‘naturals’ at, while others are not. We want to challenge this idea. Our aim at Nunnery Wood High School is to create a mathematics curriculum in which every student can develop their understanding, experience success and enjoy the challenge of this beautiful and creative subject.
Our curriculum
Our mathematics curriculum is continually evolving and is designed and delivered by a dedicated and experienced team. We have a clear focus on ensuring that students develop secure mathematical knowledge that lasts.
Building knowledge over time
Our curriculum is carefully sequenced so that new learning builds on what students have learned before. Important concepts are revisited, developed and connected throughout Years 7–11, helping students to develop deeper understanding rather than simply learning isolated procedures.
We want students to recognise mathematics as an interconnected subject, where ideas from different areas come together and previously learned knowledge can be used to tackle increasingly complex problems.
Learning through practice
Practice matters in mathematics. Students are given regular opportunities to practise, apply and refine their mathematical skills in lessons. This helps develop fluency and confidence while providing the foundations needed to tackle more challenging and unfamiliar problems.
Students also have access to SPARX, our online learning platform, alongside knowledge organisers and other resources. These provide opportunities to consolidate learning and study independently beyond the classroom.
Feedback, assessment and improvement
Teachers regularly check students' understanding through questioning, classwork and assessment. This allows us to identify strengths and areas for development and adapt teaching accordingly.
Students have regular opportunities to revisit important knowledge, address misconceptions and improve their understanding. Deliberate practice is also used to focus students on particular areas identified by their teacher.
Our aim is for students to understand what they know, what they need to improve and how they can make that improvement.
Challenge and support
We have high expectations for every student and recognise that students progress through mathematics in different ways. Curriculum pathways in Years 7 and 8, followed by appropriate GCSE pathways from the middle of Year 9, allow students to experience the right level of challenge while continuing to develop their mathematical knowledge and confidence.
Alongside high expectations, we provide additional support for students who need it. This includes targeted support within lessons, additional provision for selected students and GCSE support sessions after school and during school holidays. We also work closely with colleagues in the SEND and pastoral teams to ensure that students receive the support they need to succeed.
Beyond the classroom
We want students to understand how mathematics applies to everyday life, further study and the world of work. Financial understanding is an important part of this, and students have opportunities to explore mathematical ideas through real-life contexts.
For students with a particular passion for mathematics, we provide opportunities to extend their learning beyond the curriculum. These include the UK Mathematics Trust challenges and a range of national STEM and mathematical competitions.
We want our students to become resilient, independent, creative and analytical problem-solvers who are willing to persevere when a problem is difficult and who can experience the genuine satisfaction that comes from finding a solution or discovering a more elegant way of thinking.
Key Stage 3
Throughout Years 7 and 8, students build on prior knowledge while developing understanding of increasingly challenging mathematics. The curriculum covers number, algebra, ratio and proportion, geometry and measures, probability and statistics, with learning carefully sequenced so that knowledge is revisited, developed and connected over time.
Our KS3 curriculum focuses on three key areas:
- Fluency – developing confidence and accuracy through purposeful practice and increasingly complex questions.
- Reasoning – applying mathematical knowledge in new contexts and explaining, visualising and communicating thinking clearly.
- Problem-solving – applying knowledge to routine and unfamiliar problems while developing resilience and determination.
Students are assessed regularly through focused unit assessments and larger assessments covering several areas of learning. This allows teachers to identify misconceptions and areas for development, while giving students opportunities to revisit and strengthen their understanding.
Year 9 – Bridging to GCSE
Year 9 provides a clear bridge between KS3 and GCSE. Students secure and extend their existing knowledge while developing the greater depth of reasoning, problem-solving and application expected at GCSE.
Students increasingly encounter GCSE-style questions and mathematical language, while continuing to address gaps in foundational knowledge. This ensures they enter the Edexcel GCSE Mathematics (1MA1) course with secure knowledge, confidence and the skills needed to tackle more demanding mathematics.
Key Stage 4
Throughout Years 9–11, students follow the Edexcel GCSE Mathematics (1MA1) course, building on the foundations developed at KS3. The curriculum covers number, algebra, ratio and proportion, geometry and measures, probability and statistics, with students increasingly expected to connect ideas, reason mathematically and apply their knowledge to unfamiliar problems.
Students follow either the Foundation or Higher Tier, with pathways designed to provide appropriate challenge and maximise individual achievement. Throughout the course, regular practice, assessment and feedback help students identify gaps, revisit important knowledge and prepare effectively for their examinations.
In Years 9 and 10, students complete regular assessments covering both recent and previously studied content. Year 11 focuses on consolidating the full GCSE course, with mock examinations and targeted revision helping students prepare for their final examinations.
All GCSE examinations take place at the end of Year 11. There is no coursework component. Each tier consists of three equally weighted 1 hour 30 minute examinations: one non-calculator paper and two calculator papers, each worth 80 marks.
Our Mathematics Team
We are a large and experienced mathematics team committed to providing high-quality teaching and learning for every student.
Staffing Structure
Curriculum Leader: Mrs E Evans
Email: e.evans@nunnerywood.worcs.sch.uk
Phone: 01905 363686
Team Structure
- Curriculum Leader
- 3 Assistant Curriculum Leaders
- 7 full- or part-time Teachers
Our facilities and resources
Mathematics is taught across 11 dedicated classrooms within the main school building, supported by a central departmental office. Classrooms are equipped with interactive whiteboards and a range of resources to support effective teaching and learning.
Students have access to textbooks, knowledge organisers and a range of digital resources, including SPARX, supporting learning both in school and independently at home.
KS3
KS3 Description of the key skills, knowledge and understanding that are a prime focus of KS3 teaching in the subject area
Throughout KS3 (Years 7 & 8) students build upon their prior knowledge but are gradually introduced to new and more challenging areas of mathematics. All students follow core units (differentiated by ability) based upon: number; algebra; probability; statistics; geometry and measures; and ratio, proportion and rates of change.
The aims of our curriculum at KS3 broadly follow the aims of the new national curriculum for mathematics. In all of the units taught our curriculum aims to ensure that all of our students:
– become fluent in the basics of mathematics through “intelligent practice”. That the questions asked of students become more complex over time, that common misconceptions are explored by students within lessons and that students are being challenged in their own learning.
– can reason mathematically by using learnt skills in new or more demanding contexts. Students should be able to visualise and verbalise their thinking within mathematics.
– can solve problems by applying their mathematical skills to a variety of routine and non-routine problems. We want our students to show determination and resilience in solving such mathematical problems.
– can explain areas for development in their mathematical understanding. Our students should be familiar with what it is that they can do in each topic area and what it is they cannot do yet.
Organisation of the KS3 curriculum and how students are assessed (brief summary of long term plan of units and very approximate timings
All students in KS3 follow a tailored scheme of work that is based upon previous attainment and achievement. Throughout the year all KS3 students cover core content from the curriculum that has been broken down into 10 smaller separate units of study.
Each of these units require 3/4 weeks teaching time and each unit has a set of core learning intentions attached to it. These are shared with students as the unit begins and teaching is then focused solely upon these shared objectives. Each unit is then assessed via a small unit test with time given for review, reflection and extension. Continual teacher and student-led feedback also highlight areas for development within each unit.
Once a term students will complete larger assessments that test content across several units. Time is again given over for review, so that students can develop areas identified as needing improvement. At the end of the teaching year, students will take exams that cover content from the whole year.
KS4
KS4 Description of the key skills, knowledge and understanding that are a prime focus of KS4 teaching in the subject area
Throughout KS4 (Years 9, 10 & 11) students begin their GCSE Mathematics 9 – 1 course. The GCSE course requires students to demonstrate a good understanding of topic areas whilst also ensuring that students are able to link areas of the curriculum together. Review and extension are fundamental in achieving this aim throughout our GCSE curriculum. All students, whether they follow the Higher Tier or Foundation Tier courses, will be taught units based upon: number; algebra; probability; statistics; geometry and measures; and ratio, proportion and rates of change.
Whilst the KS4 curriculum is driven by external examinations we still want our students to continue to become the best mathematicians that they can be. We try to ensure that our students continue to develop their fluency and skills in reasoning, problem solving and explanation of mathematical solutions.
Organisation of the KS4 curriculum (brief summary of long term plan of units and very approximate timings)
All students in KS4 follow the GCSE Mathematics 9 – 1 course. This is a tiered course. Higher Tier covers content from grades 4 to 9 and the Foundation Tier covers content from grades 1 to 5. Grade 5 is considered a “good pass” and is the standard students should be striving to achieve.
Each tier has an associated syllabus. Throughout Years 9, 10 & 11 all students cover core content from the syllabus that has been broken down into smaller separate units of study. Each of these units require approximately 4 weeks teaching time and each unit has a set of core learning intentions attached to it. These are shared with students as the unit begins and teaching is then focused solely upon these shared objectives. Each unit is then assessed via a small unit test with time given for review, reflection and extension. Continual teacher and student-led feedback also highlight areas for development within each unit.
In Years 9 & 10 students will complete larger assessments that test content across several units. These generally take place once a term. Time is again given over for review, so that students can develop areas identified as needing improvement. At the end of the teaching year, students will take exams that cover content from the whole year. These may take the form of past GCSE examination papers/questions so that students begin to familiarise themselves with the format of the GCSE course.
In Year 11 students will sit two full formal mock examinations. Students should have covered the entirety of their GCSE syllabus by the first of these mock examinations which takes place in December of Year 11. Individual feedback will be given to students that will help inform and guide revision. A second mock examination will then take place in March of Year 11. Past or practice examination papers will also be used in the preparation of Year 11 students for their GCSE examinations.
Assessment
GCSE Mathematics 9 – 1, Pearson Edexcel, 1MA01
All examinations are taken at the end of Year 11. There is no coursework component.
Each Tier has 3 examinations that have equal weighting:
Paper 1 (calculator not allowed): 80 marks/ 1 hour 30 mins.
Paper 2 (calculator allowed): 80 marks/ 1 hour 30 mins.
Paper 3 (calculator allowed): 80 marks/ 1 hour 30 mins.
